Result-based management training

Between July 13-14, APSCF organised the training for results-based management facilitated by the international expert, Camelia Gheorghe.

The training aimed to improve participants’ knowledge and skills about the processes and tools of results-based management: know the logical hierarchy of results, develop skills to build appropriate indicators, and know the tools for monitoring and evaluating a project. Results-based management is a managerial strategy through which organisations ensure that their processes and resources contribute to achieving the expected results. Thus, focusing on results rather than activities supports organisational change management, improves transparency, increases accountability, supports performance-based budgeting, and helps raise funds.

Challenges in this course included reformulating the issues identified as desired and achievable outcomes, grouping resources into resources, activities, and products, and planning the expected outcomes and impact.

Camelia Gheorghe has a master’s degree in economics and postgraduate studies in social policy; holds international certification in the evaluation of public policies and programs; has over 25 years of professional experience in project management, monitoring and evaluation of public policies, programs and social projects globally; has experience as a Team Leader and Project Manager and advanced knowledge about evaluation and organisational development (evaluation of over 6,600 public authorities that are part of the child protection system in Romania and the Republic of Moldova).

The training is part of the project “Civil society for the right to education for all children in Moldova“, funded by OXFAM Ibis and implemented between July 1, 2020 – December 31, 2021. The project aims to contribute to ensuring an inclusive and equitable quality education for children in Moldova. One of the objectives of this project is to train the members of APSCF and the Education for All (EFA) group in related fields that would enable them to participate fully in the policy dialogue in education.